LA SALETTE OF CABATUAN

JUNIOR HIGH SCHOOL

Cabatuan, Isabela

DEDICATION

Interspersed with the chapters are case studies. These are

intended to give you a look at a variety of uses, from

collaboration and knowledge management in large and small

businesses and higher education. This is also dedicated for all

students who is s=in the verge of overthinking on the different

requirements. Also, we dedicate this to all teachers who make

different substitute lessons for their students not to stress

them out.

ABSTRACT

Students also have limitations, they get tired, they get

stressed and they get depressed. Not all students are smart,

not all students can do anything and not all students can be

strong at all costs, this is a problem that must be seen by

everyone, especially by the Department of Education, that too

much requirements are not good at all. The curriculum guides

that are being followed by the teachers are too much, were not

saying that it does not have a positive result but they should

differentiate the difference between lessons and stress. To all

students who are stressed out in doing bunch of requirements,

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

we should know where to speak and where to limit ourselves.

Honestly speaking, weekends became weekdays and family day

became school day. This scrutiny is designated to look at the

different internal and external factors why students are being

stressed out due to too much requirements in school. Moreover,

requirements that are being made by the students can be somehow

have a positive result and negative result. As you read each

word, each phrases, each paragraphs of this case study, you will

little by little know that too much requirements is not good

for your mind and for your health. Don’t stress yourself in doing

such; enjoy your life as a student. For the Department of

Education, please have some considerations. This study is not

all about being against with the DepED’s curriculum guide, this

is all about its content. We know that everything we do in school

is necessary but sometimes, its going beyond the border to the

point that we use weekends as a part of school day.

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

INTRODUCTION

Institutions across the country have been considering

carefully scripted general-education courses in lieu of
traditional distribution requirements (see “No Math
Required,”). Some months ago, the Philippines Council of
Trustees and Alumni issued a report pointing out the
efficiencies that would be realized by sequenced
general-education courses with prescribed curricula, little
student choice and lots of requirements.

The same organization also issued a letter deploring the fact

that most college students could not identify James Madison as
the father of the U.S. Constitution (most chose Thomas
Jefferson) and that 40 percent did not know that Congress has
the power to declare war. Their solution: a course on civic
literacy required of every college student.

The push to require courses even comes from student groups.

Last semester, I talked with a group of student activists
concerned about their classmates’ use of phrases that had been
used historically to demean others and the chilling effect of
such discourse. Their solution: a course on cultural competence
required of every college student.

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

Other groups decry college students’ lack of mathematical and

quantitative literacy, of historical knowledge, of basic
financial knowledge, and of writing skills. Common to all is
the proposed solution: new required courses.

Administrators also enjoy required courses. They are stable

and easy to section and schedule. Pointing to a required course
that purports to convey particular content or skills is a highly
efficient way of satisfying accreditors.

Unhappily, however, taking a course does not guarantee a

student will learn what the course purports to teach. Civics
courses are required in most high schools. If they worked,
college students would not be lacking civic knowledge.

Worse, requirements have unintended consequences. Colleges

are marketplaces: ideas are exchanged, professors vie for
students and students vie for professors. The currency is not
dollars, but student enrollments. Make a course required, and
you remove the incentive for whoever is teaching that course
to make it attractive to students.

Professors are busy and they need to allocate their time

carefully. Subsidizing a course by guaranteeing enrollment will

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

cause a professor to devote more attention to other,

unsubsidized courses.

Moreover, because departments also care about enrollments,

they will not place their most gifted faculty members in a course
in which enrollments are guaranteed. They will use their best
faculty members to attract students to the major or to get
students through the hardest courses. It takes a lot of
vigilance and energy to ensure that required courses remain
exciting and inspiring. Anyone who doubts that should think back
on the worst courses they ever took.

A typical school day might begin at 9 am and complete by 3.15pm,

so piling on three hours of nightly homework means
schoolchildren must endure seven hours at school (including
traveling time) and three hours of homework, thus robbing the
child of two hours downtime. Often to make matters worse,
teachers will give pupils homework that is both time-consuming
and will undoubtedly keep them busy while being totally
non-productive. Some examples include History teachers asking
pupils to hand write (word for word) pages 113 to 139 of a
textbook on The French Revolution. Such remedial homework will
do nothing to improve pupil’s scores in exams or up their grades.

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

There is certainly no advocacy for the abolishing of homework

here; simply that the amount and quality of a child’s
extracurricular work after school be re-examined. Good quality
homework practices have been adopted in Finland where
schoolchildren were given just 30 minutes per night to spend
on homework and none at weekends. The kids were stress-free and
scored highly in their grades.

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

OBJECTIVES

1. To show the different external and internal factors why

students are being stressed out.

2. To give advices to those students who are overthinking for

the different requirements.

3. To differentiate “learning” and “stress”.

4. To look at the different solutions to lessen the

requirements.

5. To fight for the students’ rights.

6. Explain how we suffer from too much requirements.

7. Lessen the demands of the DepED.

8. To explain the positive and negative effects of too much

requirements.

9. To teach students on how to balance things.

10. To see how too much requirements affects students’ time,

effort and life.

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

PRESENTATION

In this study, Student's coping with Stress at High School

Level Particularly at 11th and 12th Grade was examined. The
objectives of present study were: A) to study the academic
anxiety among the students. B) To analyze stress among the
students. C) To understand the coping strategies adopted by the
students.

For this purpose, a sample of 100, 11th and 12th class

students from government secondary schools located in Tehran
was selected. For the purpose of gathering information from
respondents on personal data, coping strategies, stress and
academic anxiety, the Stress and coping strategy questionnaire
which was consists of a series of questions about stress and
coping strategies was administered to a total of 90 (90%)
students. The finding of the research showed that: the
percentage of distressed secondary students was 26.1%. The top
ten rank of stressor among students were afraid of not getting
place in tertiary education, examinations, too much content to
be learnt, difficulty in understanding subject that have been
learnt, too much homework, and school timetable was too packed.
All of the stressors were related to the academic matters.

While the rest of the top ten stressors were rated as causing
moderate to high stress. The findings of the study indicated
that 11th and 12th grade students coped with difficult
situations in a mature manner, yet they tended to withdraw from

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

the problems they faced in life. This study investigates the

relationship between the work conditions in higher education
work settings, the academic staff’s strategies for handling
excessive workload and impact on well-being and work-life
balance. The results show that there is a risk that staff in
academic work places will start using compensatory coping
strategies to deal with excessive demands and that this might
seriously impair their health. The compensatory strategy
cluster emerged as a ‘risk group’ among the three identified
strategy clusters, having a lower work-life balance and
suffering from stress-related symptoms more often than the
other two strategy clusters. The results also show that high
educational level, management position and wide discretion as
regards regulation of work in time and space (when and where
to work) are factors that might contribute to a lower work-life
balance. In practice, the results can contribute to create more
sustainable work environments by detecting risk behaviours and
risk factors.

It's healthy to want to bring out the best in your child. But
sometimes, parents put children under so much pressure to
perform well that their children suffer serious consequences.
Parents differ in their opinions about how much pressure kids
need. In fact, a 2013 survey by the Pew Research Center found
that 64% of Americans say parents aren’t putting enough pressure
on children to do well in school. When kids don't get enough
pressure from parents, they may be less likely to perform at
their best.

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

Other adults insist kids are under way too much pressure. They
express concerns that kids can't be kids anymore because they're
constantly pressured to perform well so they get into the most
prestigious schools or get the best scholarships.
Of course, school isn’t the only place where parents put
pressure on kids. Some parents put pressure on kids to perform
well in sports, music, theater or a vast number of other
activities. High-pressure parents may insist kids practice
constantly and perform well in competitions.
While high expectations can be healthy, placing constant
pressure on children can be harmful. When kids feel like each
homework assignment is going to make or break their future or
that each soccer game could determine if they get a college
scholarship, that pressure will have negative consequences.

For most teens, homework is part of high-school life, who

spend an average of four hours each week doing homework -- on

top of a 32 1/2-hour school week, according to researchers at

the University of Michigan. All that homework adds up, and

hitting the books at home can have an effect on your teenager

and on the rest of your family, too. If your teen is experiencing

negative effects from too much homework, it's a smart idea to

bring the issue up with your child's teachers.

A reasonable amount of homework is a good thing, since it

tends to have a positive effect on a student's academic success,

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

according to Harris Cooper, a professor of psychology and

director of the Program in Education at Duke University. More

than two hours of homework a night, though, did not improve a

student's future academic achievements, though, according to

Cooper's 2006 study published in the "Review of Educational

Research." Too much could prove counter-productive to academic

success, especially if the homework isn't appropriate for a teen,

because it's too challenging or not challenging enough.

Teens today engage in physical activity nearly two hours less

a week than they did 20 years ago, according to researchers at

the University of Michigan. Heavy homework loads -- in addition

to increased computer and television time -- can make kids less

physically active, which may contribute to obesity and related

health problems. Too much homework may also contribute to

increased sleep deprivation in teens.

Homework cuts into family time, which LeTendre said was one

of the complaints frequently heard during his research.

Homework can also cause unwanted friction between parents and

children, especially for teens who are struggling learners,

found Curt Dudley-Marling, a researcher at Boston College, who

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

published his findings on homework and struggling learners in

"Current Issues in Education" in 2003. Dudley-Marling found

that when teens struggled with their homework assignments, it

had a negative and disruptive effect on the whole family.

OUTCOME

Whenever we see a student making too much requirements, we

must indeed stretch out our hands and help them, in that way,

we can make a person smile even if they carry a lot of

requirements. Hypothetically, making too much requirements

have both positive and negative effect. Positive because it can

shape students becoming a smarted person, and negative because,

even if they were that smart but they are struggling a lot. There

are lot of ways we can do not too stress them out, easier task,

manageable requirements and not so stressful projects, in that

way, we can help someone to be more productive without being

stressed.

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

CONCLUSION

Requirements that are being made by the students can be

somehow have a positive result and negative result. It depends
on how the student manages it. Students also have limitations,
they get tired, they get stressed and they get depressed. Not
all students are smart, not all students can do anything and
not all students can be strong at all costs, this is a problem
that must be seen by everyone, especially by the Department of
Education, that too much requirements are not good at all. The
curriculum guides that are being followed by the teachers are
too much, were not saying that it does not have a positive result
but they should differentiate the difference between lessons
and stress.

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 LA SALETTE OF CABATUAN
JUNIOR HIGH SCHOOL
Cabatuan, Isabela

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

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JUNIOR HIGH SCHOOL
Cabatuan, Isabela

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